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fundamentals of human resource management

Questions and Answers of Fundamentals Of Human Resource Management

• Members were not free to refuse to join or to leave the cooperative, or to employ outside labour or be employed as outside labour.
• property rights of control over the activity of the enterprise being exercised by the state bureaucracy, normally directly by the lower levels of the hierarchical bureaucracy.
• it not being an object for purchase or sale, lease, gift or inheritance; and
• the disposal of its residual income into the central state budget (the definition of what is residual income is itself decided by the state);
• Termination of employment. This involves a number of safeguards, with redundancies necessitating the involvement of the works council.
• Human resource development. Further education often follows after the initial dual system of craft and commercial apprenticeship which involve in-house and vocational school training.
• Reward systems. Wage levels are complex and involve issues of wage fairness with principles laid down in collective wage agreements, labour–management agreements and individual contracts of
• Performance management. Structural instruments such as wages and salaries, job design and the management of cooperation between individuals and groups are employed; the ‘Harzburg model’
• Recruitment. With an emphasis on specialized skills and the possibilities of enhancing qualifications within the company through further training, recruitment is often first through internal
• An emphasis on ‘Technik’ as both means and ends. The importance of engineering knowledge and craft skills that go into production is evidenced by the high standing of engineers in society and
• A specialist rather than generalist understanding of managerial work. Management is seen as an element of a job, not the job itself, with the emphasis being placed on the specialism and the
• A neglect of American-style managerialism. A lack of emphasis on those general aspects of management normally emphasized in Anglo-Saxon countries, although criticized by American commentators,
• Predominance of subject-based education in management training. Managers tend to be graduates, with possession of a doctorate common, and managers are typically qualified in law, economics or
• Neither bureaucratic nor authoritarian. Formal modes of behaviour, and the weakness of an informal system, does not mean a love of bureaucracy and concern for authority. Studies have suggested
• A relatively weak informal organizational system. Unlike in Anglo-Saxon countries, the ‘formal’ system of prescribed structures, systems and rules is normal in German organizations.
• A formal interactive style. Formal modes of address, behaviour and dress are used.
• Influence of the banks: Heavy involvement of the major banks in companies facilitates continuity of ownership and provides support for long-term strategic planning. The emphasis on yearly profits
• Co-determination: aimed at controlling economic power by giving labour and capital a more equal status and bringing democracy to companies.Employees are represented at above-company level in
• Trade unions: despite more recent decline in membership, they are powerful partners in collective bargaining, but also exert influence in political and social life. This structural power is
• Education: a highly structured system with a distinction between universities providing traditional scientific education and Fachhochschulen focusing on the practical application of scientific
• Integration of two systems: unification of the two Germanys meant converting a former command economy to the social market economy of the former West Germany. This has involved privatization of
• A social market economy: instigated in former West Germany after 1945 which established a principle of intervention in and regulation of the economy in order to encourage and facilitate freedom
• Praise. Companies do not praise their employees very often. Individual praise in front of the group is not often used deliberately except in the hotel industry.A view elsewhere is that this may
• Pressure and punishment. Direct punishment was found only in the hotel sector, where some companies punish their staff for bad behaviour and not working.Deductions from salary or bonuses are seen
• Goal setting and appraisal. Several companies use goal setting extensively, and see it as useful. This involves the setting of individual targets, face-to-face performance discussions, and weekly
• Responsibility. There is a guarded attitude towards giving too much responsibility, as workers like guidance and older workers in particular prefer clear instructions. Motivation rises when more
• Welfare package. This is seen as necessary but is not believed to motivate.The provision of housing in state companies causes problems when foreign companies do not provide housing. By moving to
• Bonus systems. It is considered that bonuses relating to individual performance would improve motivation, but this view is not widespread. One company pays a fixed salary only. Some companies
• Money. Generally money is seen as important for recruiting and retaining employees, but not as a real motivator. It is seen as a hygiene factor in that it keeps staff in the company.
3 How should the management of the joint venture have managed reward and motivational systems within the company?
2 How should the Belgian management in the joint venture have handled the issue of recruitment?
1 How could the problems in the Blue Sword joint venture, leading to its eventual failure, have been avoided?
3 How can reward and motivational systems be successfully employed in international joint ventures in order to meet the needs and aspirations of an indigenous workforce?
2 To what extent are Western HRM principles and practices being applied in Chinese enterprises, and how successful are these? How do they contrast with Chinese indigenous approaches, and to what
1 What are the main factors in successful international joint ventures in China, and what are the main factors in failed joint ventures?
3 What specific practices, such as autonomous and cross-functional teams, and principles, such as empowerment, are best suited to which cultural contexts?How are these practices (with their
2 Are organizational forms and work practices involving lateral and temporal flexibility in the European Union transferable to other regions across the globe?
1 Is there a relationship between cultural values in specific countries (e.g.collectivism, power distance, instrumentalism, humanism) and the way(indigenous) organizations respond to changes in
• Autonomous and cross-functional work teams may only be appropriate in a lower power distance, low hierarchy culture, where autonomy of functional units is not protected, and which favours matrix
• Empowerment may only be appropriate in low uncertainty avoidance, individualistic and low power distance cultures, and where information and status are not protected.
• Whilst delayering and downsizing may be aspects of organizing which are contingent on responding to the needs of economic downturn, shareholders’interests and efficiency, they may be less
6 They therefore need to work at the strategic level associated with change, adaptation and development and the operational level associated with the realism of budgetary constraints and vertical
5 There is also a need to think from different perspectives and at the different multifunctional, corporate and subsidiary levels. This requires managers to be open-minded, flexible and adaptable.
4 For managers to operate effectively they need to learn to think more strategically and outside ordinary line responsibilities of operational fire fighting. This type of project work can facilitate
3 As there is a continuing need for this type of working across borders and cultures, thought should be given to common decision premises based on the managing of different cultures, value systems,
2 The control and use of power may be problematic. There is little ‘formal’ power available to sanction members in the case of failure. Managers were selected irrespective of position in the
1 It is difficult to manage this process logistically and structurally. Control is difficult and success is highly dependent on the enthusiasm of the team rather than on formalized procedures. A
3 In view of the need to make the organization meaner, leaner and to give employees more flexible contracts, how can a company like DEC balance the instrumental needs of shareholders’ interests
2 DEC’s experience with implementing cross-border project groups suggests conflicts with the concerns of local operations. How could this conflict best be resolved?
1 What could be some of the problems if DEC tried to implement autonomous work teams, as they did in Scotland, in countries whose culture is higher in power distance and in uncertainty avoidance?
3 What specific practices, such as autonomous and cross-functional teams, and principles, such as empowerment, are best suited to which cultural contexts?How are these practices (with their
2 Are organizational forms and work practices involving lateral and temporal flexibility in the European Union transferable to other regions across the globe?
1 Is there a relationship between cultural values in specific countries (e.g.collectivism, power distance, instrumentalism, humanism) and the way(indigenous) organizations respond to changes in
3 How can knowledge management systems be employed across cultures to better understand and incorporate implicit knowledge within each cultural context?
2 What aspects of management and organizational learning are transferable from Anglo-Saxon countries to other countries?
1 What are the likely cultural barriers to developing the learning organization concept in countries other than Anglo-Saxon ones?
3 How successful would BP’s principles and practices of the learning organization be in your country?
2 By moving from a reliance on the explicit knowledge of written reports, towards an emphasis on implicit knowledge that can be shared and adapted, how can BP operate this successfully in different
1 How can BP best protect its unique know-how in view of its policy of allying with other, possibly competing organizations, within its concept of the learning organization?
• provides a continuous process of organizational transformation designed to harness the products of individual learning in order to make fundamental changes in assumptions, goals, norms and
• makes human resource development strategy central to business policy in order that the process of individual and organizational learning becomes a major business activity;
• extends the learning culture to include customers, suppliers and other significant stakeholders where possible by such means as buyer–supplier workshops in total quality programmes and
• has a climate in which individuals are encouraged to learn and to develop their full potential, and people perform beyond their competence by taking initiative and using and developing their
• Team learning. This begins with the capacity of members of a team to suspend judgement and start to think together and to recognize the patterns of interaction within a team that militate against
• Building shared vision. This is more than publishing a mission statement; it is developing an ability to unearth shared vision and foster commitment rather than compliance.
• Mental models. This involves an ability to understand and change shared mental models which pervade the organization and prevent change.
• Control (labelled ‘behaviour’ in previous work): learners prefer to rely on their own initiative, or on the direction of an instructor. This has implications for the level of control required
• Cognitive: learners are more subjective in the way they make decisions and solve problems based on personal judgements, or base their decision making more on logic and scientific approaches. This
• Perception: learners are more intuitive about sorting and judging information, or are rational in a step-by-step approach in judging the quality of information that is the basis for making
• Receptivity: learners are predominantly receptive to practical stimuli or theoretical stimuli for learning depending on their cultural backgrounds and their experiences in national educational
• The use of combined energy, creativity and commitment generated among employees by this developmental climate to fuel an ongoing process of organizational transformation (Donegan, 1990: 302).
• Facilitation of the learning and personal development of all people in the organization through a truly empowering culture.
• Acceptance of the key role of people in this process of adaptation.
• Recognition that organizations must adapt to a future of constant change.
• social control based on persuasion and appeal to sense of guilt in transgressing social norms.
• work is motivating when seen to be useful to self and others striving towards a common goal;
• individualism, which is reflected in non-conformity rather than competitiveness, but needing group consensus in order to make a stand;
• the view that meetings are important and managers expected to be good communicators;
• preference for well defined job functions;
• an element of formality in the workplace between different levels;
• regard for pragmatism and common sense in the work situation rather than precise rules, but a strong sense of order and tradition means rules that are spelt out will be obeyed;
• politeness and modesty, as well as indirectness;
• love of humour, often as a device to lighten the occasion;
• making the best of things and playing the game right, not necessarily to win, but to see fair play;
• little mobility and a preference not to make changes for the sake of change;
• well defined status and roles (class distinctions);
• orderliness, patience and seeing a task through;
• friendliness and sincerity;
• denigration of emotional outbursts; being reserved;
• a valuing of personal and psychological privacy;
4 How should the success of Japanese people management policies and techniques be assessed in different countries’ cultural context?
3 How do measures of success of motivational systems vary among different countries’ cultural contexts?
2 What are the connections between incentives provided by corporations and the cultural requirements of people working within them?
1 What are the key cultural variables that influence the success of motivational systems within organizations?
• Employee ownership plans (employee share options or stock ownership plans)are likely to be more prevalent in countries with low power distance (reflecting an egalitarian attitude towards
• Social benefits and programmes (flexible benefit plans, workplace childcare programmes, career-break schemes and maternity leave programmes) will be less prevalent in countries with higher levels
• Reward systems based on individual performance (pay-for-performance, individual performance and pay using an individual bonus or commission) would be more prevalent in countries with higher
• Reward systems based on status (seniority-based and skills-based) would be more prevalent in countries with higher levels of uncertainty avoidance. This proposition was supported by their
• Short-term, long-term orientation: time scales of pay systems, particularly those based on achievement of performance objectives.
• Uncertainty avoidance: the extent to which pay systems should reflect a need for pay consistency.

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